Objective 1 Original) Demonstrates ability to communicate with classmates by making a minimum of 3 individual postings and 3 replies to other’s postings in the online discussion forum. No changes) Demonstrates ability to communicate with classmates by making a minimum of 3 individual postings and 3 replies to other’s postings in the online discussion forum.
Objective 2 Original) Completes a dialogue using typical language to greet an individual in Canada Proposed) Composes a paragraph, including a dialogue discussing how to greet an individual in Canada
THOUGHTS: paragraph does not match the generative strategy or test items
REVISED: Composes a personal introduction including name, age, grade, and favourite pastime.
Objective 3 Original) Identifies weather conditions for each of the 4 seasons on Vancouver Island and recalls average seasonal temperatures and precipitation No changes) Identifies weather conditions for each of the 4 seasons on Vancouver Island and recalls average seasonal temperatures and precipitation
Objective 4 Original) Recognizes a wide variety of foods eaten in British Columbia and selects a typical breakfast/lunch/dinner/snack Proposed) Identifies foods eaten in British Columbia and creates a traditional breakfast, lunch, dinner and snack menu
THOUGHTS: the intent is not that they are able to create an actual menu but that they are able to identify and select appropriate foods for each meal and snacks; menu activity is included in the generative strategy but is not a test-item REVISED: Identifies foods eaten in British Columbia and is able to select a typical breakfast, lunch, dinner, and snack.
Objective 5 Original) Identifies recreational activities enjoyed by residents of British Columbia No changes) Identifies recreational activities enjoyed by residents of British Columbia
Jan 4, 2011
Do we need to create an intial presentation, generative strategy and test items for each objective (see p. 457)
Chapter 5 (text) Culture
Knowledge: Labels Canadian symbols and signs and correctly describe their meaning.
Analysis: Compare the rights of individuals in Canada with the rights of individuals in learner’s country of origin.
Comprehension: Describe how to greet an individual in Canada
Synthesis: Create a dialogue asking a Canadian for directions to a restaurant.
Recreation:
Comprehension: Identifies recreational activities enjoyed by residents of British Columbia
Food: Comprehension: Identifies the diverse range of foods eaten in British Columbia Explains why British Columbian residents eat a diverse selection of foods
English language competencies:
Synthesis: Writes a basic paragraph to communicate and convey meaning
Development of inter-personal skills:
Application:
Demonstrates ability to work in a small group by making a minimum of 3 contributions to group assignment.
Jan 15, 2011
Objective 1
Original) Demonstrates ability to communicate with classmates by making a minimum of 3 individual postings and 3 replies to other’s postings in the online discussion forum.
No changes) Demonstrates ability to communicate with classmates by making a minimum of 3 individual postings and 3 replies to other’s postings in the online discussion forum.
Objective 2
Original) Completes a dialogue using typical language to greet an individual in Canada
Proposed) Composes a paragraph, including a dialogue discussing how to greet an individual in Canada
THOUGHTS: paragraph does not match the generative strategy or test items
REVISED: Composes a personal introduction including name, age, grade, and favourite pastime.
Objective 3
Original) Identifies weather conditions for each of the 4 seasons on Vancouver Island and recalls average seasonal temperatures and precipitation
No changes) Identifies weather conditions for each of the 4 seasons on Vancouver Island and recalls average seasonal temperatures and precipitation
Objective 4
Original) Recognizes a wide variety of foods eaten in British Columbia and selects a typical breakfast/lunch/dinner/snack
Proposed) Identifies foods eaten in British Columbia and creates a traditional breakfast, lunch, dinner and snack menu
THOUGHTS: the intent is not that they are able to create an actual menu but that they are able to identify and select appropriate foods for each meal and snacks; menu activity is included in the generative strategy but is not a test-item
REVISED: Identifies foods eaten in British Columbia and is able to select a typical breakfast, lunch, dinner, and snack.
Objective 5
Original) Identifies recreational activities enjoyed by residents of British Columbia
No changes) Identifies recreational activities enjoyed by residents of British Columbia
Jan 4, 2011
Do we need to create an intial presentation, generative strategy and test items for each objective (see p. 457)
Chapter 5 (text)Culture
Knowledge:
Labels Canadian symbols and signs and correctly describe their meaning.
Analysis:
Compare the rights of individuals in Canada with the rights of individuals in learner’s country of origin.
Comprehension:
Describe how to greet an individual in Canada
Synthesis:
Create a dialogue asking a Canadian for directions to a restaurant.
Recreation:
Comprehension:
Identifies recreational activities enjoyed by residents of British Columbia
Food:
Comprehension:
Identifies the diverse range of foods eaten in British Columbia
Explains why British Columbian residents eat a diverse selection of foods
English language competencies:
Synthesis:
Writes a basic paragraph to communicate and convey meaning
Development of inter-personal skills:
Application:
Demonstrates ability to work in a small group by making a minimum of 3 contributions to group assignment.